Abstract
This paper looks at the nature of competence-based education (CBE) in the context of the contemporary educational policy, theory, research, and practice. Firstly, it briefly presents the dimensions of the concept of competences in education. Then, the study discusses some terminological and conceptual issues related to CBE. The article also considers some critical voices that question the nature and the effectiveness of CBE. It concludes with a proposal for an educational design that moves beyond the CBE framework and integrates it with humanistic ideas and principles.
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